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1. Please keep your monitor on MUTE – every little noise in EACH conference room may be picked up, and will create static.

2 2. We will address questions as we go along – if you have a question, raise your hand, your facilitator at the session will turn off the mute and advise you have a question – then ask the question, we will answer it, then mute back.

3. We will not be using the computers – but if you have access to them, there may be times you can pull up a website and follow along with me, as it is hard to see the fine print on the monitors.

But please, If you decide to follow along on the websites – please only utilize the computers when advised. Please do not sit there and answer s, surf the net, etc.

Any questions before we begin?

Laura Ergle Culinary Arts Program Specialist Phase 2 GPS Training

Curriculum Writing Team Facilitator David Ross, North Gwinnett High School Members: Ruth Ann Swanson, UGA Helen Hawver, Schley County High School Judy Beasley, Lowndes County High School Nathan Greven, Carrollton Technical Center Wes Goodman, Rockdale Career Academy Kerri Crean, Gwinnett Technical College Kully Crean, Grayson High School Dee Smith, Marietta High School

Industry Validatiion HIGH DEMAND Or HIGH WAGE Or HIGH SKILL

Chefs & Head Cooks An example of a high wage, high demand AND high skill career.

Food Service Manager An example of a high wage, high demand AND high skill career.

Additional resources for Industry Validation in Culinary Arts Careers

Economic Development & Culinary Growth in this career pathway will continue due to the increases in population, increase in household income allowing more people to dine out and stay at resorts/hotels. The demand for convenient, healthy meals due to dual working parents and families. Job opportunities are expected to be plentiful because of the continued growth of food service establishments.

Pathway Courses Introduction to Culinary Arts Culinary Arts I Culinary Arts II

Credits – all courses are written for one credit, to be offered in one traditional block for a semester OR 2 class periods back to back in a semester.

Requirements to Teach Culinary Arts 1. Certification or Endorsement NRAEF Certification GA Culinary Endorsement OR Trade & Industry Certificate

Option 1 – Culinary Arts Endorsement, for a FACS Certified Teacher ucation/Rules/ pdf ucation/Rules/ pdf

herCertification/Documents/ Cert_Rules_12_03/ pdf

Facilities 2. To teach the new Culinary Arts Pathway you must have a Professional Foods Lab – OR Modified FACS Lab –

Facilities The current Professional Foods lab is the required lab to teach the Culinary Arts Pathway. Here is the link: We do hope to have the new website up within the next 2 weeks.

Modified Facilities If you have a traditional FACS lab – and do not expect to have a new school or wing to accommodate a Culinary Arts Lab – you may use the attached minimum equipment to modify a FACS lab for Culinary Arts. There is n0 facility plan – as you will adapt the equipment to your utilities – water line, gas line etc.

Equipment The current equipment list is posted on the DOE website.

Georgia Performance Standards Standard – Based Instruction What are they? Why are we moving to them? How do we implement them?

Standards – Based Education Focus on student learning. Expectations are the same for all students. Standards expressed through essential questions and supporting skills and knowledge. Assessments used to guide and modify instruction. Effectiveness of instruction judged on whether students meet the standard.

Standards – Based Education Instructional strategies with opportunities for students to learn expectations outlined in the standards. Student interests, previous achievements and developmental levels considered in planning instructional methods. Teachers working on building enduring understanding.

So what does this look like?

The Georgia Department of Education Website

Characteristics of GPS - Standards are posted: In appropriate language. For the purpose of connecting learning with goals. To focus expectations. To direct attention to what is being taught.

Other Characteristics: Word walls are used. Rubrics are posted, used and understood by everyone. Instruction is differentiated based on assessment.

The teacher…. Will establish clear learning goals for the class and individual students. Understands how alignment of curriculum, instruction, and assessment affects student learning. Demonstrates, shares and guides students to independence. Uses the textbook as a resource, NOT THE CURRICULUM.

The teacher also…… Knows and can demonstrate best practices. Models thinking strategies as a “guide on the side”, not the “sage on the stage.” Uses rubrics to assess learning and communicate expectations with students and parents.

The student…. Understands the learning goals for the class and the teacher’s expectations for success. Sees the connections between his/her learning goals and the assessments used. Understands that the responsibility for learning has shifted to the individual. Is actively engaged in his/her own learning.

Key Components Every activity has a purpose that is aligned to the standards. Many instructional strategies are used to meet the needs of all standards. Parents are made aware of expectations. Conversations take place between all stakeholders.

Other key components…. Evidence of enduring understandings and essential questions in unit plans. Evidence of moving from covering material (lots of QCC’s) to mastering standards. Expectations are consistent across all content areas.

Process of Instructional Planning Traditional Practice  Select a topic from the curriculum.  Design instructional activities.  Design and give an assessment.  Give grade or feedback.  Move onto new topic. Standards – Based Practices Select standards from among those students need to know. Design an assessment through which students will have an opportunity to demonstrate those things. Decide what learning opportunities students will need to learn those things and plan appropriate instruction to assure that each student has adequate opportunities to learn. Use data from assessment to give feedback, reteach or move to the next level.

Backward Design - Definition To begin with the end in mind means to start with a clear understanding of your destinations. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction.

Backward design – What it is: A framework which synthesizes research-based best practices in curriculum, assessment, and instructions. Understanding by Design is one example of a language (there are others) which educators can use to describe and analyze the best ways to promote student understanding rather than just knowledge and recall.

Backward Design -Examples Big Ideas for Concept Attainment 1. Identified desired results first. 2. Determine acceptable evidence. 3. Plan learning experiences. Enduring understandings. Essential Questions. Enabling knowledge objectives. Constructing meaning.

Backward Design – What it Isn’t What It Isn’t. A program. One more thing to do. “Covering” a list of topics. Teaching little packets of information. An isolated unit. Knowing and doing without understanding. A different way of teaching and assessing. Portfolios.

Standards inform Assessment

Assessment informs Instructional Practice

Students engage in learning what they need to know and be able to do

Students demonstrate what they know and can do

Students experience learning and transition to understanding and application

Based on assessments, teachers re-teach, modify, & differentiate instruction

The Outcome A framework (unit) that synthesizes research based best practices in curriculum, assessment, and instruction that promote the learning process. A language that educators can use to describe and analyze the best ways to promote student understanding, rather than just knowledge / recall.

Now – how do you do this? What will students and teachers differently?

What does it look like? Stage 1 Identify desired results. What do I want my students to know and be able to do? Big Ideas Enduring Understanding Essential Questions Stage 2 Determine Acceptable Evidence (Design Balanced Assessments) How will I know whether my students have acquired the requisite knowledge, skills, and understandings? Stage 3 Planning Learning Experiences & Instruction What will need to be done to provide my students with multiple opportunities to acquire knowledge, skills, and understandings?

Additional Questions on GPS

Textbooks For Culinary Arts Courses: Glencoe, McGraw Hill: Culinary Essentials

Textbooks Con’t: Pearson Introduction to Culinary Arts Culinary Fundamentals

Textbooks Con’t: Delmar

Additional Resources: Pearson

We are finalizing a state-wide articulation with the Technical Colleges of Georgia. We are also finalizing articulations with many other private Culinary Schools such as Art Institute, Johnson & Wales, LeCordon Bleu and CIA.

Assessments Assessment teams will convene next Fall to work on an end of pathway assessment. For many pathways – this will be tied into articulation. This assessment will also identify any credentials, skills and standards a student has completed.

Industry Certification We are working with the ACF to be our Industry Certified Partner. We have 2 schools that are going to proceed this year with an Industry Certification application – Rockdale Career Academy and Grayson Technical Center.